Abstract

Educational accompaniment, an expanded view from personalist anthropology In today's educational landscape, the digital transformation is a methodological, pedagogical and, undoubtedly, relational challenge. In this environment, there are proposals that advocate accompaniment as a means of facing this challenge. Moreover, we could say that accompanying is fashionable, with the risk that this implies of limiting and even sweetening its true meaning and scope. To avoid this, we propose to look at the nature of the human being and rediscover what he really needs in his process of personal growth. This article presents an analysis of educational accompaniment, revealing its internal dynamism, making explicit the essential conditions that make it possible and proposing some pedagogical applications that shed light on the mission of accompaniment. From this personalist and profound point of view, accompaniment is proposed as a response to the anthropological need of being human and is configured as a path of encounters oriented towards the fullness of the person.